MATHEMATICS ANXIETY AND MATHEMATICAL SELF-CONCEPT: CONSIDERATIONS IN PREPARING ELEMENTARY-SCHOOL TEACHERS

Date

2009-01-01

Author

Işıksal Bostan, Mine
Koc, Yusuf
Aşkun, Cengiz Savaş

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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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The purpose of this study was to explore the effects of type of educational system and years spent in teacher education programs on preservice teachers' mathematics anxiety and mathematical self-concept scores. The sample consisted of 234 American and 276 Turkish early childhood and elementary school preservice teachers. The Abbreviated Mathematics Anxiety Scale (AMAS; Hopko, 2003) was used to measure how anxious preservice teachers feel during a specific mathematics related event. In order to measure the mathematical self-concept of preservice teachers, the Experience with Mathematics Questionnaire (EMQ; Gourgey, 1982) was used. Regarding the effect of the educational system, results revealed that while the American preservice teachers had significantly higher anxiety scores, Turkish preservice teachers had significantly higher self-concept scores. Results supported previous fmdings emphasizing the negative relationship between mathematical anxiety and mathematical self-concept.

Subject Keywords

Social Psychology

URI

https://hdl.handle.net/11511/36834

Journal

SOCIAL BEHAVIOR AND PERSONALITY

DOI

https://doi.org/10.2224/sbp.2009.37.5.631

Collections

Department of Mathematics and Science Education, Article

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Citation Formats

M. Işıksal Bostan, Y. Koc, and C. S. Aşkun, “MATHEMATICS ANXIETY AND MATHEMATICAL SELF-CONCEPT: CONSIDERATIONS IN PREPARING ELEMENTARY-SCHOOL TEACHERS,” SOCIAL BEHAVIOR AND PERSONALITY, pp. 631–643, 2009, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/36834.